Saturday, 11 April 2015

To solve this problem of enthusing the unenthusiastic pupil we must first ask ‘Why is the pupil unenthusiastic? Two reasons for this lack of enthusiasm are 1) being preoccupied with ‘outside’ issues 2) not finding the teacher ‘entertaining’, hence my reply ‘entertainer’ when asked what I do. There is not a lot we can do about 1) above but there is about 2). I wish I had a bar of chocolate for each time newly qualified teachers are told by their school mentors ‘You don’t smile until Christmas or the pupils will think you’re easy game’. The last time I was told this by a student teacher I was mentoring, I told her to ignore it. As I asked her, ‘What type of people do you like to be around and be in the company of?’ Her reply was ‘People who are fun, laugh a lot and don’t lose their temper’. ‘Exactly’, I said, ‘And pupils are no different’. The key thing that underpins all good teaching oops sorry, entertaining, is relationships. If you can get the relationship right then many so called discipline problems do not arise. For new readers I’d like to point out that I’m speaking from 44 years at the ‘chalk-face’, am only 5’2” and do not have a threatening voice. I’ll always remember back in 1969 watching a black and white (colour hadn’t been invented) video during my training year. A small teacher came into a room full of noisy pupils. He coughed a few times, each time louder than the previous time but the pupils continued to be noisy. After a few minutes the video cut and a ‘six foot rugby player’ teacher came into the same room and slammed the door. All was quiet. Easy this teaching game I thought and couldn’t wait to try the ‘slamming the door’ routine. When I walked into the lab to entertain (got it right this time) my first class they were quiet, obviously weighing up this guy who looked younger than they were. Itching to try the ‘slamming the door to get silence’ routine, I walked back into the prep room until the class had begun to chatter. I then walked back in and slammed the door. Did it work? Did it ****. Some expensive glassware on a shelf above the door fell to the floor to the obvious amusement of the class. The moral of the above story is: to be a good entertainer one must learn from past mistakes. Everyone, particularly those who have never been in a classroom, love to give advice on how to control and enthuse pupils, but in reality, as when I tried the advice in the video, it rarely goes to plan, hence the expression ‘never work with children or animals’. As I have said, relationships underpin all that follows. It is often said ‘It is no good knowing your subject matter if you cannot put it across in an understandable way’. I go further: it is no good being able to put it across in an understandable way if the ‘audience’ is not receptive. Like any good comedian knows, it is all about getting the audience on your side and working with you. This will happen, as mentioned in my article ‘Using the Cloud to make Learning Fun’ if the pupils feel they have some ownership of their learning which ties in with my other article ‘The way forward: Changing how we teach our students’. An excellent book for teachers/entertainers is Teaching Secondary Science, Constructing Meaning and Developing Understanding, 4th EditionPupils are enthused if they sense passion in the entertainer at the front of the class and aprerequisite for this passion is ‘understanding (as distinct from knowing) your subject matter’. Irecommend the book above as it will help young entertainers and even more seasoned onesunderstand what they are delivering.So, to summarise, if the reason for the pupil being unenthusiastic is 1) above, little can be done but ifthe reason is 2) above, a lot can be done.So often entertainers (teachers) are given advice by those so called consultants who went intoconsultancy to get out of the classroom because they couldn’t ‘hack it’ or by people who have neverbeen inside a classroom, so again I’d like to point out my advice is based on 44 very successful yearsat the chalk-face.I’ll finish by giving a few bullet points, based on my years in the classroom, on how to enthuse theunenthusiastic pupil. Work on relationships See yourself as an entertainer Smile, laugh and have fun with your pupils Understand your subject matter Try flipped learning to give your pupils ownership of their work Value their individual skillsFinally, I must share this picture with you which depicts why most education systems are ridiculous.

Many thanks to WizIQ for giving me this opportunity to share my ideas with the world. Thank you also to all who signed up to my webinar last night. I was encouraged by all the positive comments. I hope educators world wide will take 'flipped learning' on board and show decision makers what really makes a difference.

Saturday, 7 March 2015

The top area the government should focus on is to attract 'good' people into teaching AND to prevent the 'good' teachers from leaving the profession (which they are doing in large numbers, particularly in STEM subjects). The government has tried in vain (by offering cash incentives) to address the first part but their attempts clearly illustrate they are clueless. If they keep employing this same strategy they should realise they will get the same outcome: more teachers leaving the profession.

Until the government removes all the unnecessary time wasting activities that teachers have to do and upon which they are judged, and give back the autonomy they had in the 70s, there will be no improvement. Check out my article 'Why are Teachers made to use their valuable time so inefficiently?' at http://goo.gl/HRFmG4.

Both the security and wealth of a country depends on educating the youth to be independent learners and the state system, with its focus on league tables and statistics and run by those who could not survive a month carrying out their own proposals, is clearly failing in that. Hence the reason private tuition is the fastest growing industry in the UK.

1974 - 2008: Chemistry teacher at Lincoln Christ's Hospital School. During that time, in 1997, I reached the final 13 in the Salter’s “Chemistry Teacher of the Year” award and in my penultimate year of teaching, 2007, I was awarded a “Lifetime Achievement Award”. Upon retirement I was Deputy Head of Science in charge of behavioural management. In the 1990s our school was at the forefront of teacher training in schools and I was our school’s chief mentor and liaison officer with Sheffield Hallam University. After coaching other staff to take on that role, I became involved with mentoring NQT’s in Science.